Reading Rockets - ELLshttp://www.readingrockets.org/keywords/ells
enQuestions and answers about the Common Corehttp://www.readingrockets.org/blog/55793
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Questions and answers about the Common Core</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2013-01-28T10:45:00-05:00">January 28, 2013</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>There are lots of questions out there about implementing the Common Core State Standards. Over at <a href="http://www.shanahanonliteracy.com/" target="_blank">Shanahan on Literacy</a>, Professor Tim Shanahan has posted the <a href="http://www.shanahanonliteracy.com/2013/01/recently-i-participated-in-webinar-for.html" target="_blank">questions and answers</a> from a recent webinar he did on the Common Core. I recommend hopping over there to scroll through the whole post — I suspect many of you are asking the same questions as these webinar participants!</p>
<p>Among the topics covered:</p>
<ul><li> How can teachers scaffold difficult text for second language learners? (More vocab and grammar support, with a recommendation to visit <a href="http://ell.stanford.edu/" target="_blank">Understanding Language</a> from Stanford)
</li><li> Does reading harder text mean reading less text? (Maybe. But still read hard and easy texts.)
</li><li> Is there a set accuracy level for frustration level reading with more difficult text? (No set level, but maybe mid-80's).
</li><li> Should all kids — even K-1 kids receiving intervention services — be reading more difficult text? No! Thankfully Shanahan and colleagues recognize that young readers, especially those who struggle, have a lot to work on, so the recommendation here is to give those kids the time they need to develop the skills they'll need in later grades.
</li></ul><p>Professor Shanahan provides more thorough information within his answers, and there are other topics discussed as well, so I encourage you to <a href="http://www.shanahanonliteracy.com/2013/01/recently-i-participated-in-webinar-for.html" target="_blank">take a look</a>!</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/common-core-standards" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Common Core standards</a></li><li class="field-item odd"><a href="/keywords/content-area" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Content area</a></li><li class="field-item even"><a href="/keywords/curriculum-instruction" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Curriculum &amp; instruction</a></li><li class="field-item odd"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li></ul></section>Mon, 28 Jan 2013 15:38:25 +0000admin132929 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/55793#commentsLiteracy pledge cards for parentshttp://www.readingrockets.org/blog/53684
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Literacy pledge cards for parents</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2012-08-31T13:00:00-04:00">August 31, 2012</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>I'm very excited about a new project I've been working on. It's a series of webinars focused on Parent Engagement, produced by Reading Rockets in partnership with the <a href="http://www.gradelevelreading.net/" target="_blank">Campaign for Grade Level Reading</a>. You can read more about the series <a href="http://www.readingrockets.org/audience/parents/engagement/">here</a>. You can also see the PPT slides our presenters used for the first webinar, and links to many related resources. We'll update that page each time we have a new webinar.</p>
<p>Our first webinar featured three speakers. One was Sandra Gutierrez from <a href="http://www.familiesinschools.org/abriendo-puertas-opening-doors/" target="_blank">Abriendo Puertas/Opening Doors</a>. Ms. Gutierrez, the National Program Director, oversees this parenting, leadership and advocacy training program for low-income, primarily Spanish-speaking parents of children from birth to age 5. </p>
<p>Ms. Gutierrez shared a <a href="http://www.readingrockets.org/content/pdfs/GLR_pledgecard_Eng.pdf" target="_blank">Literacy Pledge Card</a> that is part of their parent engagement program. Parents sign the card, and pledge to do simple things that can make a big difference: read, talk, and sing with their child, encourage their child to ask questions, take their child to the library, and more. The <a href="http://www.readingrockets.org/content/pdfs/GLR_pledgecard_Eng.pdf" target="_blank">Literacy Pledge Card</a> is available in <a href="http://www.readingrockets.org/content/pdfs/GLR_pledgecard_Eng.pdf" target="_blank">English</a> and in <a href="http://www.readingrockets.org/content/pdfs/GLR_pledgecard_Spn.pdf" target="_blank">Spanish</a>.</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/early-literacy-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early literacy development</a></li><li class="field-item odd"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item even"><a href="/keywords/parent-engagement" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Parent engagement</a></li></ul></section>Fri, 31 Aug 2012 17:01:50 +0000admin132884 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/53684#commentsLearning outcomes versus teaching toolshttp://www.readingrockets.org/blog/52329
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Learning outcomes versus teaching tools</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2012-07-11T13:00:00-04:00">July 11, 2012</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>Over at <a href="http://www.shanahanonliteracy.com/" target="_blank">Shanahan on Literacy</a>, Dr. Shanahan wrote an interesting post <a href="http://www.shanahanonliteracy.com/2012/06/we-zigged-when-we-should-have-zagged.html" target="_blank">We Zigged When We Should Have Zagged</a> about the lack of comprehension strategies in the Common Core State Standards. </p>
<p>For those familiar with the Common Core Standards, you know they're chock full of learning outcomes for students in grades K-12. There are reading standards for literature and informational text and standards for writing, college and career readiness, language, speaking and listening. Many states are working to align their standards with Common Core. California recently released draft standards that <a href="http://blogs.edweek.org/edweek/learning-the-language/2012/07/california_works_on_new_englis.html" target="_blank">align English-language development standards with Common Core</a>. Teachers in 45 states and three territories are also learning how to teach alongside the Common Core Standards. </p>
<p>In his <a href="http://www.shanahanonliteracy.com/2012/06/we-zigged-when-we-should-have-zagged.html" target="_blank">blog</a>, Shanahan reminds us that "strategies were not included in the standards because the standards are learning goals. That is, they are the learning outcomes that we are striving to for students to accomplish. Strategies are not an outcome." I think this is an important point. Students aren't tested on strategies, but rather their ability to read and interpret text. It's important for teachers to remember that strategies can be the tools used to reach our goals, but they're not the goal themselves. </p>
<p>That said, comprehension strategies are an important part of K-3 classroom reading instruction. Wondering which ones to teach? And how to teach in ways that create independent learners who use strategies on their own? One good resource to start with is the IES Practice Guide <a href="http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdf" target="_blank">Improving Reading Comprehension in Kindergarten Through Third Grade</a>.</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/assessment-evaluation" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Assessment &amp; evaluation</a></li><li class="field-item odd"><a href="/keywords/classroom-strategies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom strategies</a></li><li class="field-item even"><a href="/keywords/comprehension" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Comprehension</a></li><li class="field-item odd"><a href="/keywords/content-area" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Content area</a></li><li class="field-item even"><a href="/keywords/curriculum-instruction" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Curriculum &amp; instruction</a></li><li class="field-item odd"><a href="/keywords/school-wide-efforts" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">School-wide efforts</a></li><li class="field-item even"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li></ul></section>Wed, 11 Jul 2012 17:05:33 +0000admin132872 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/52329#commentsNew reality series: Kindergarten Teacherhttp://www.readingrockets.org/blog/43408
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>New reality series: Kindergarten Teacher</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2011-09-16T11:00:00-04:00">September 16, 2011</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>Congratulations to Patricia Raina, from Suisun Valley K-8 School in Fairfield, California! Ms. Raina was one of three teachers from across the nation selected as winners of an NBC Education Nation essay contest. </p>
<p>Her idea? A new reality show: Kindergarten Teacher. Ms. Raina's essay is cleverly written in the form of "rounds" Contestants try to move from round to round, although certain things disqualify a contestant immediately.</p>
<p>A snippet from Ms. Raina's winning essay is below. Her essay in its entirety, plus the news segment covering the announcement, can be found <a href="http://www.kcra.com/news/29172977/detail.html#ixzz1Y7wPDhf0" target="_blank">here</a> from KCRA Sacramento. </p>
<p><strong>Round 1:</strong><br />
All contestants will be required to tie shoes, unfasten pants in a hurry while child is doing the "potty dance," put on Band-Aids, give hugs, notice loose teeth, collect homework, listen to parents explaining who is picking their child up, remind one child not to lick the fish tank while holding another one's hand to lead them to the carpet. All of these things must be done with enthusiasm and patience. Contestants who can make it through these first five minutes will go on to Round 2.</p>
<p>And it continues….</p>
<p><strong>Round 4:</strong><br />
This Round tests how well candidates do under pressure. While teaching a lesson in Writing, a group of people carrying clipboards will enter the classroom and stand in the back and whisper. They are looking for "Good Teaching Strategies." Contestants will: engage all students, focus on academic vocabulary, refer to the standard written in kid friendly language, have the students repeat the standard several times during the lesson. The visitors will choose random students to answer questions. The students must be able to state what they are learning, why they are learning it, and how they will use the information in the future. Contestants should realize that the visitors will choose the child who does not speak English. Contestants of students who cannot answer these questions, or who do not get at least 10 check marks for "Good Teaching Strategies" will be eliminated. Congratulations are in order should any contestant to make it to Round 5.</p>
<p>Again, congratulations to Patricia Raina, for her humorous glimpse into the life of a kindergarten teacher!</p>
<p>Read more <a href="http://www.kcra.com/news/29172977/detail.html#ixzz1Y7wPDhf0" target="_blank">here</a>.</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/about-reading" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">About reading</a></li><li class="field-item odd"><a href="/keywords/classroom-management" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom management</a></li><li class="field-item even"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item odd"><a href="/keywords/struggling-readers" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Struggling readers</a></li></ul></section>Fri, 16 Sep 2011 14:56:01 +0000admin132804 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/43408#commentsTeach handwriting. Really!http://www.readingrockets.org/blog/39322
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Teach handwriting. Really!</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2010-10-27T09:30:00-04:00">October 27, 2010</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>Richard Gentry and Steve Graham reaffirm the research about the importance of spelling and handwriting instruction in a new <a href="http://www.sapersteinassociates.com/downloads/Color%20copy%20National_Whitepaper.pdf" target="_blank">white paper</a>. I'll write about the spelling research in a separate post, this one will focus on handwriting. </p>
<p>Teaching kids to write upper and lower-case letters helps them master letters and punctuation marks, the same ones they decode while learning to read. Because most children's books use upper and lowercase letters, Gentry and Graham suggest that effective instruction begins with teaching the manuscript (i.e., print) alphabet. The authors go on to support the teaching of cursive by Grade 3. </p>
<p>It was interesting to read that many teachers did not have formal training to prepare them to teach handwriting. Thankfully the good handwriting programs and curricula that are available teach both the teacher and student about correct letter formation. The good ones present a logical sequence for studying letter formation, use numbered arrows that show the correct order and direction of strokes, incorporate new letters into words using known letters, and provide practice pages that do not require copying from the board.</p>
<p>The authors summarize the research by saying that learning to write letters and spell words reinforces the letter-naming, phonemic, and word-deciphering skills required in developing literacy. This instruction assists children in developing the pre-reading skills associated with proficient reading by the end of the first or second grade: phonological awareness, letter identification, and vocabulary development. Handwriting instruction also increases legibility and letter-writing fluency. This is true for all students: those who struggle, ELLs, and typically achieving students.</p>
<p>The reference list is a who's who of writing and handwriting research. The full paper is available from Saperstein Associates <a href="http://www.sapersteinassociates.com/downloads/Color%20copy%20National_Whitepaper.pdf" target="_blank">here</a>, and the executive summary can be found <a href="http://www.sapersteinassociates.com/downloads/Color%20National%20Whitepaper%20Executive%20Summary.pdf" target="_blank">here</a>.</p>
<p>Related posts:</p>
<p><a href="http://www.readingrockets.org/blog/15262">My budding author and her (lack of) pencil grip</a></p>
<p><a href="http://www.readingrockets.org/blog/27897">How young is too young for cursive?</a></p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/curriculum-instruction" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Curriculum &amp; instruction</a></li><li class="field-item odd"><a href="/keywords/early-literacy-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early literacy development</a></li><li class="field-item even"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item odd"><a href="/keywords/fluency" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Fluency</a></li><li class="field-item even"><a href="/keywords/intervention-prevention" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Intervention &amp; prevention</a></li><li class="field-item odd"><a href="/keywords/phonemic-awareness" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Phonemic awareness</a></li><li class="field-item even"><a href="/keywords/phonics-decoding" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Phonics &amp; decoding</a></li><li class="field-item odd"><a href="/keywords/struggling-readers" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Struggling readers</a></li><li class="field-item even"><a href="/keywords/writing" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Writing</a></li></ul></section>Wed, 27 Oct 2010 13:23:41 +0000admin132727 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/39322#commentsWhat's good for ELLs is good for allhttp://www.readingrockets.org/blog/30616
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>What&#039;s good for ELLs is good for all</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2009-03-26T13:15:00-04:00">March 26, 2009</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>If you <a href="http://twitter.com/readingrockets" target="_blank">follow us on Twitter</a>, you know that I was in Chicago at a conference sponsored by the <a href="http://www.cdl.org/" target="_blank">Center for Development and Learning</a>. I've got lots to share from the conference; there were several great speakers and exhibitors. Many attendees came by the Reading Rockets booth to tell me that they use the site all the time, especially our <a href="http://readingrockets.org/article/c436/" target="_blank">Parent Tips</a>.</p>
<p>One presentation I went to was "Vocabulary Instruction and Language Development for English Language Learners," presented by Maria Elena Arguelles. She's a dynamic speaker whose anecdotes had us laughing all the way through. As she talked about effective instruction for ELLs, I was reminded that what's good for ELLs is really good for <strong>all</strong> young learners. That's a good thing for teachers! We definitely don't need more work.</p>
<p>One aspect of language development she talked about was <strong>reducing the language load </strong>when you're introducing a new topic or content to kids (again, she was talking about ELLs, but this is something that I think generalizes to all kids). She recommends that teachers be aware and work to "carry the language load on your shoulders."</p>
<p>To demonstrate, Arguelles used the vocabulary words "typical" and "atypical." Assuming some instruction had already taken place, Arguelles demonstrated a simple method for ascertaining whether we knew the vocabulary. She posed several scenarios ("A cow with two heads, yawning when you're tired"). We gave a thumbs up if it was typical, thumbs down if it was atypical. Simple, right? </p>
<p>In "deconstructing her teaching actions" (conference-speak...) her method (1) required no oral language on our part, but a scan of thumbs helped her know who had it right or wrong, (2) involved all learners, (3) enabled her to provide wait time, (4) incorporated consistent prompts and cues (she used "Show me") and (5) provided immediate feedback. This makes for an opportunity to focus on the vocabulary (typical, atypical) rather than a language load.</p>
<p>Simple, but powerful. Would this work for you? More to come!</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/classroom-management" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom management</a></li><li class="field-item odd"><a href="/keywords/classroom-strategies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom strategies</a></li><li class="field-item even"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item odd"><a href="/keywords/motivation" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Motivation</a></li><li class="field-item even"><a href="/keywords/vocabulary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Vocabulary</a></li></ul></section>Thu, 26 Mar 2009 17:14:54 +0000admin132581 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/30616#commentsHow running a reading program is like running a campaignhttp://www.readingrockets.org/blog/28166
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>How running a reading program is like running a campaign</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2008-11-05T08:30:00-05:00">November 5, 2008</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>As I write this blog on Wednesday morning after our historic presidential election, I'm struck by an <a href="http://www.msnbc.msn.com/id/27523773/" target="_blank">article</a> I read on msnbc.com. Howard Fineman summarized what he saw as Obama's seven-prong approach to his campaign that served him well. </p>
<p>It was easy for me to see how well these same seven prongs could serve schools and districts well as they consider how they teach reading.</p>
<p>Below are the seven prongs as described by Fineman, with each prong's relationship to reading summarized. See what you think!</p>
<p>1. <strong>Be decisive</strong>. Make an informed, research-based decision about the reading program you're going to use. </p>
<p>2. <strong>Have a tight circle</strong>. Listen to the voices of parents, teachers, and administrators. Don't go it alone and expect it to work.</p>
<p>3. <strong>Stick with the plan</strong>. Too often, schools change gears before giving a program a chance to work. If you have evidence that change is occurring, stay with the plan. </p>
<p>4. <strong>Sweat the details</strong>. Find out how things are working for all your kids: your ELL population, your kids with LD, and other subgroups. Find out what you can do to improve data collection and implementation.</p>
<p>5. <strong>Understand your brand</strong>. In reading, I think this means the daily reminder that our goal is creating a population of kids who can (and want to) read well.</p>
<p>6. <strong>Go digital</strong>. For classrooms, this means developing teachers who know and use technology for assessment and teaching.</p>
<p>7. <strong>Use caution</strong>. Be wary of programs and interventions that claim to have quick and easy solutions for struggling readers. </p>
<p>As I've said before, it's darn hard work, but we can do it!</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/about-reading" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">About reading</a></li><li class="field-item odd"><a href="/keywords/classroom-management" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom management</a></li><li class="field-item even"><a href="/keywords/curriculum-instruction" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Curriculum &amp; instruction</a></li><li class="field-item odd"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item even"><a href="/keywords/school-wide-efforts" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">School-wide efforts</a></li><li class="field-item odd"><a href="/keywords/struggling-readers" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Struggling readers</a></li><li class="field-item even"><a href="/keywords/teacher-education" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teacher education</a></li><li class="field-item odd"><a href="/keywords/technology" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Technology</a></li></ul></section>Wed, 05 Nov 2008 13:36:34 +0000admin132557 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/28166#commentsAre word searches a waste of instructional time?http://www.readingrockets.org/blog/22430
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Are word searches a waste of instructional time?</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2008-03-11T09:30:00-04:00">March 11, 2008</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>A question came to me via the <a href="http://www.readingrockets.org/helping/askexperts" target="_blank" title="Ask the Expert">Ask the Expert</a> service that Reading Rockets provides. With the teacher's permission, I'm including it here to get your opinion. </p>
<p><strong>Question:</strong><br />
We were recently told by an administrator that research shows that crossword puzzles and word search puzzles have no educational value. We have been forbidden to use them in our classes. As teacher of English Language Learners, we have found that both of these are valuable tools to use with our kids. Do you know of any research that would support our position?</p>
<p><strong>My answer:</strong><br />
Your question is an interesting one! I know of no research that supports the use of word searches with students as a means to student achievement. That makes sense to me, though...few skills that translate to reading and writing are developed through their use. I guess one could build an argument that there are some near-point (i.e., copying) skills being used, but the relationship of near-point skills to reading isn't very strong. </p>
<p>Crossword puzzles, however, seem entirely different, especially if students are not provided with a bank of words to use with the puzzle. I think an argument could be made for vocabulary development through their use. You might want to see if your administrator could elaborate on his or her concerns about crossword puzzles.</p>
<p><strong>The teacher's reply:</strong><br />
Here's the thing for us as ESL teachers. We use word searches as a way to reinforce vocabulary students are learning through reading. I work with first graders, so as they search the words, they learn to look for consonant clusters, vowel combinations and the like. </p>
<p>I also feel it does help to develop their visual acuity for recognizing English words. They love the word searches, and even those kids who struggle with language and/or reading love to do them and feel as if they've accomplished something great when they're finished. They like to compete with one another and are excited about working with words. To us, those are pluses.</p>
<p>We, too, think the crossword puzzles are a no-brainer. We also suspect that this was a case of prohibiting everyone from something because a few people are indiscriminately using them as busy work.</p>
<p><strong>My questions to blog readers:</strong><br />
What do you think? Clearly this teacher thinks there are enough benefits to word searches to use them in her classroom. Her reasons are largely motivational, though. Are word searches a good use of educational time?</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/activities" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Activities</a></li><li class="field-item odd"><a href="/keywords/classroom-strategies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom strategies</a></li><li class="field-item even"><a href="/keywords/curriculum-instruction" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Curriculum &amp; instruction</a></li><li class="field-item odd"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li></ul></section>Tue, 11 Mar 2008 13:27:36 +0000admin132532 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/22430#commentsTeaching vocabularyhttp://www.readingrockets.org/blog/22210
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Teaching vocabulary</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2008-02-26T14:45:00-05:00">February 26, 2008</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>A few weeks ago I blogged about a kindergarten lesson where the students were confused by the word <em>pause</em>, thinking the teacher meant <em>applause</em> or <em>paws</em>. I promised that teacher I'd send her some materials about vocabulary development with second language learners. I thought I'd share some of the resources I like.</p>
<p>Our sister site, <strong>Colorin Colorado</strong>, has an <a href="http://colorincolorado.org/educators/teaching/vocabulary" target="_blank">article</a> with several good recommendations for vocabulary development with second language learners. Recommendations include intentional pre-teaching of vocabulary and focusing on cognates when possible. </p>
<p>This <a href="http://www.readingrockets.org/article/11917" target="_blank">article</a> by Isabel Beck and colleagues is one of my favorites on <strong>Reading Rockets</strong>. It includes lots of good, solid examples of their methodology for vocabulary instruction.</p>
<p>I also like this longer, but still practical piece titled <a href="http://www.learningpt.org/pdfs/literacy/vocabulary.pdf" target="_blank">Integrated Vocabulary Instruction</a> for diverse learners in grades K-5. Many of their recommendations build on experts in the field, including Nagy and August. It includes several good graphic organizers.</p>
<p>Last, the National Literacy Panel's 2006 report "Developing Literacy in Second-Language Learners"<a href="http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf" target="_blank">executive summary </a>and <a href="http://www.cal.org/projects/archive/natlitpanel.html" target="_blank">full report</a><br />
describe the balance between oral proficiency and literacy in the first language as a facilitator to literacy development in English. </p>
<p>I hope those are helpful resources.</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/classroom-strategies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Classroom strategies</a></li><li class="field-item odd"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item even"><a href="/keywords/struggling-readers" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Struggling readers</a></li><li class="field-item odd"><a href="/keywords/vocabulary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Vocabulary</a></li></ul></section>Tue, 26 Feb 2008 19:41:25 +0000admin132530 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/22210#commentsPause for applause and pawshttp://www.readingrockets.org/blog/21987
<div class="field field-name-title field-type-ds field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="dc:title"><h2>Pause for applause and paws</h2></div></div></div><section class="field field-name-field-pub-date field-type-datetime field-label-above view-mode-rss"><h2 class="field-label">Publication date:&nbsp;</h2><div class="field-items"><div class="field-item even"><span class="date-display-single" property="dc:date" datatype="xsd:dateTime" content="2008-02-13T13:30:00-05:00">February 13, 2008</span></div></div></section><div class="field field-name-body field-type-text-with-summary field-label-hidden view-mode-rss"><div class="field-items"><div class="field-item even" property="content:encoded"><p>I was lucky enough to spend a morning last week at an elementary school in New York City. I was there watching a choreographer prepare two classes of kindergartners for a field trip. The classes were going to watch an interpretive dance, and this artist was helping the students understand how dancers use their bodies to convey meaning.</p>
<p>The lesson moved along just as you might envision: some giggles, lots of bumping into each other, more giggles, and a few students unwilling to 'walk with their knees.' </p>
<p>Then came the moment of the lesson that couldn't be scripted. The teacher asked, "What's a <i>pause</i>? Who can show me a <i>pause</i>?" Three students immediately broke out into <i>applause</i>. The adults in the room got it right away: The kids heard "applause," not "pause." Of course! That's a much more familiar word for them. The teacher cleared up the confusion, described a pause, and then had them "pause" their movements to reinforce the concept.</p>
<p>An hour later, a different kindergarten class. Again, "What's a <i>pause</i>? Who can show me a <i>pause</i>?" Immediately one little girl drew her hands up under her chin and pretended to be a cat. "Of course!" the teacher said. "Melynn is a cat — with <i>paws</i>! Everybody get your paws out!" The kids had great fun being cats, and then learning this new word: pause.</p>
<p>It was a perfect example of how carefully we need to consider what we're saying, and what the kids are hearing. Thankfully this adept teacher honored the children's thinking, and then moved right into what she was trying to convey. </p>
<p>I have my own clear memories of sharing an Amelia Bedelia book with my second graders, many of whom were second language learners. There's nothing quite as humbling as having 14 blank faces staring at you as you say, "See, Amelia Bedelia put <i>steaks </i>on the ground instead of <i>stakes</i>!"</p>
<p>I promised the choreographer I'd get back to her with some teaching resources about this topic. Do you have any you'd like to share? I'll add mine next week.</p>
</div></div></div><section class="field field-name-field-tag-cloud field-type-taxonomy-term-reference field-label-inline clearfix view-mode-rss"><h2 class="field-label">Tag cloud:&nbsp;</h2><ul class="field-items"><li class="field-item even"><a href="/keywords/ells" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">ELLs</a></li><li class="field-item odd"><a href="/keywords/vocabulary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Vocabulary</a></li></ul></section>Wed, 13 Feb 2008 18:28:39 +0000admin132528 at http://www.readingrockets.orghttp://www.readingrockets.org/blog/21987#comments